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Room on the Music Stand
Read about a student joining band midyear, analyze how details develop a theme, and write a summary without personal opinions.
Grade 6ELAInteractive · Printable
Aligned toRL.6.2
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 13 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 6
- Subject
- ELA
- Question types
- Multiple choice, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students identify a theme and explain how details develop it throughout a story.
- Students distinguish central events from minor details and personal judgments.
- Students write an objective summary that includes the central conflict and the character's response.
How to use
Have students read independently, then revisit the numbered paragraphs for evidence. Discuss central events before students write their summaries.
Curriculum
Common Core standard covered
Find a theme or central idea, show how details convey it, and summarize the text without personal opinions.
Preview
OwlSheets.com
Room on the Music Stand
Trace a theme through key details and write an objective summary.
Read the Story
Notice what Ellis thinks he must do to belong and how his thinking changes.
Room on the Music Stand
1Ellis joined the sixth-grade band in January, carrying a borrowed clarinet and six months of lessons from his uncle. Around him, students greeted one another while unfolding stands. His stand partner, Tessa, moved her folder to make room. Ellis balanced his own music on his knees instead. He decided he would share the stand when he could play every passage as well as she could.
2During rehearsal, Ellis lost his place whenever the band reached a page crowded with quick notes. He pretended to adjust his reed while the others continued. Afterward, Tessa offered to mark where the clarinets entered after their long rests. “I can figure it out,” he said. At home, he practiced the quick notes until his mouth ached, but the next rehearsal slipped past him in the same places.
3On Thursday, the director stopped the band before a quiet section. “The melody needs space here,” she said. Ellis could play this slower passage. Yet when the group started again, several players entered early, and he followed them. Tessa frowned at the page. Ellis had noticed the director take a breath just before the correct entrance. He almost mentioned it, then began putting his clarinet away.
4Tessa tapped the empty half of the stand. “Can you see the cue from down there?” Ellis set his music beside hers and pointed toward the director. “She breathes before we come in.” They watched during the next run. This time, their clarinets entered together after the silence. “Write that on our copy,” Tessa said, handing him a pencil.
5Before the following rehearsal, Ellis asked Tessa to help him count the long rests. Then he showed her the breath cue he had marked. “I thought I had to catch up before I could be useful,” he admitted. When another clarinet player asked about their entrance, Ellis turned the shared page so all three could see it. The quick passage was still uneven, but he no longer hid behind his reed.
6At the end of the week, Ellis opened his folder at home. Some notes had circles around them; others had Tessa’s counting marks. Beside the quiet entrance was his own small arrow. He packed the folder where he could reach it first, ready to place it on their stand.
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